THE CONCEPT OF COMPETENCE IN LANGUAGE LEARNING

Abstract

The ability to speak English effectively is an important goal for learners of English as a Foreign Language (EFL). However, many learners who have strong language knowledge still experience difficulties in oral communication because they lack confidence. This article examines the relationship between confidence and competence in EFL speaking performance. Drawing on theories of communicative competence (Canale & Swain, 1980), self-efficacy (Bandura, 1997), willingness to communicate (MacIntyre et al., 1998), and the Affective Filter Hypothesis (Krashen, 1985), the article explores how these two factors influence learners’ speaking ability. The literature suggests that competence provides the linguistic knowledge necessary for communication, while confidence encourages learners to use this knowledge in real situations. Previous studies have shown that confident learners are more willing to participate in speaking activities, take risks, and gain valuable language practice. The article also identifies a research gap, as relatively few studies have directly compared the influence of confidence and competence on speaking performance. The findings suggest that both factors are important for successful communication, but confidence may play a stronger role in determining whether learners actively engage in speaking. Therefore, language teachers should focus on developing both competence and confidence to improve students’ speaking skills